Georgia Educational Standards met by the National Infantry Museum 6th to 8th Grade Standards SS6G8 Grade: 6 Description: SS6G8 The student will locate selected features of Europe. b. Locate on a world and regional political-­‐physical map the countries of Belgium, France, Germany, Italy, Poland, Russia, Spain, Ukraine, and United Kingdom. Exhibit: Entering the International Stage, Spanish-­American War-­ WWI Gallery • Large political-­‐physical map displaying: Belgium, France, Germany, Italy, Poland, Russia, Spain, Ukraine, and United Kingdom. • The map depicts and labels the surrounding bodies of water, and which forces these countries were allied with during WWI, including Belgium, France, Germany, Italy, Poland, Russia, Spain, Ukraine, and United Kingdom. Exhibit: A World Power: WWII Gallery • The World at War Theater is a standing experience, featuring an inset, globe-­‐like projection surface (approx. 13’ diameter), with a railing surrounding it. • Five large graphic panels feature the faces of Infantrymen and line the circular walls of the space. • The film uses graphic maps and archival footage to summarize the events of WWII, emphasizing the role of the Infantry. • Overview of World War II, giving students a geographical and chronological grounding in the framework of the war, beginning before U.S. involvement, but emphasizing the contribution of the U.S. Infantry and going through the end of the war. SS6H6 Grade: 6 Description: SS6H6 The student will analyze the impact of European exploration and colonization on various world regions. b. Trace the empires of Portugal, Spain, England, and France in Asia, Africa, and the Americas. d. Explain the impact of European empire building in Africa and Asia on the outbreak of WWI. Exhibit: Entering the International Stage: Spanish-­American War – WWI Gallery • As empires were expanding world-­‐wide, the United States was also interested in expansion • newspaper influence and reports of international expansion and colonization • A quote from Theodore Roosevelt about the importance of American Expansion is on a large picture of the newspaper headlines from the late 1800s. • Maps of the Caribbean and Spanish colonization before and after the Spanish-­‐ American War show the progression throughout the Spanish-­‐American War. SS6H7 Grade: 6 Description: SS6H7 The student will explain conflict and change in Europe to the 21st century. a. Describe major developments following World War I: the Russian Revolution, the Treaty of Versailles, worldwide depression, and the rise of Nazism. b. Explain the impact of WWII in terms of the Holocaust, the origins of the Cold War, and the rise of Superpowers. c. Explain how the collapse of the Soviet Union led to the end of the Cold War and German reunification. Exhibit: Entering the International Stage: WWI • This gallery shows a display of U.S. involvement in the Russian Revolution in 1918, fighting with the White Russians against the Red Russians. • The rise of Nazism tied to the Armistice of November 11 and the German resentment is pictured • An Army Field Message regarding the Armistice is on display in glass • A German photograph of Adolf Hitler during WWI is on display. Exhibit: A World Power: WWII Gallery • The World at War Theater is a standing experience, featuring an inset, globe-­‐like projection surface (approx. 13’ diameter), with a railing surrounding it. • Five large graphic panels feature the faces of Infantrymen and line the circular walls of the space. •The film uses graphic maps and archival footage to summarize the events of WWII, emphasizing the role of the Infantry. • Overview of World War II, giving students a geographical and chronological grounding in the framework of the war, beginning before U.S. involvement, but emphasizing the contribution of the U.S. Infantry and going through the end of the war. • World War II, the largest and most violent armed conflict in the history of mankind, was waged on land, sea, and in the air over several diverse theaters of operation for approximately six years. • Video: Liberation. This video a stream of photos and newsreels, showing U.S Army Infantry Soldiers liberating American and Pacific locales and scenes of celebration of the War’s end. Exhibit Panels-­‐ • On December 7, 1941, Japanese planes struck Pearl Harbor, Hawaii, taking American lives, destroying a large percentage of U.S. airplanes, and bringing the U.S. into the war. • Soon after Congress approved the United States’ entry into the war against Japan, Germany and Italy declared war on the U.S. bringing us into a global war. • By equipping its allies, the United States would not be required to have so many soldiers of its own. • Once the United States joined the war, American Infantrymen fought alongside soldiers from Allied nations, including the United Kingdom and Canada. • Codenamed Operation Overlord, the Normandy invasion remains the largest sea-­‐borne invasion in history, involving almost 3,000,000 troops crossing the English Channel from England to Normandy in occupied France. The Normandy invasion began with overnight paratrooper and glider landings, massive air and naval bombardments, and an early morning amphibious assault on June 6, 1944, “D-­‐Day.” The battle for Normandy continued for more than two months with campaigns to establish, expand, and eventually break out of the allied beachheads. • Normandy, France (July 3-­18, 1944, French Hedgerows)–The difficult advance from the beaches of Normandy through the Normandy hedgerows cost the Allies time and Soldiers – the First Army suffered some 40,000 casualties in two weeks. • American Infantrymen were among the first people to encounter what had happened to many of Hitler’s Holocaust victims, finding a tragic reality behind what had been only rumors of death camps. • Infantrymen were able to experience firsthand the joy and gratitude of many of the people whose liberation they helped secure. • Victory in Europe (V-­‐E Day) was May 8, 1945, the date when the Allies formally celebrated the defeat of Nazi Germany. • V-­‐J Day was marked on August 15, 1945. Artifacts-­‐ Include original uniforms, weapons, equipment, patches, flags, and personal items from both the Allies and the Axis Powers. Also included are an original Jeep and an original parachute. The Holocaust display has large-­‐scale pictures of victims upon recovery, with shoes and a whip in glass, along with the documented reactions of military leaders upon liberation. Exhibit: Cold War Gallery Multimedia Displays-­‐ • Light Show with Audio: Cold War. A multilayered show that introduces students to the concept of the Cold War and the Infantry’s role in “hot” conflicts during that time. Audio including quotes from major political figures addresses the beginning of the Cold War here and the end of the Cold War as students pass the other side of this case as they exit this gallery. • An introductory quote on the wall sets the stage for the Cold War Passageway, a light show with audio which takes place behind a glass wall. Lighting changes reveal objects within as well as light boxes with images of Infantry Soldiers fighting around the world. • Upon exiting, students find a painted wall with concluding quote(s) and a lighting effect. • Throughout this gallery, Cold War Signposts graphic panels or pylons punctuate the stories of “hot” conflicts. The first two are in this area: • Cold War Signposts: Stalin Defines the Confrontation – 2/46, Berlin Blockade – 6/48 • Combat Locator: Korea. An interactive exhibit based on a computer touch screen allows students to learn more about the battles that were fought during the Korean War. A large, graphic map supplements the information on-­‐screen. • A replicated jungle environment is encased in 30x40’ glass cube with quotes from Infantry soldiers etched on the exterior. The jungle is represented by replicated foliage, tree trunks, and vines set against jungle photography. The floor looks like packed earth. Punji sticks are embedded in the floor under glass. The temperature may be warmer than in the surrounding gallery. Jungle odors may permeate the space. • Combat Locator: Vietnam. An interactive exhibit based on a computer touch screen allows students to learn more about the operations that took place during the Vietnam War. A large, graphic map supplements the information on-­‐screen. • Quotes to include Winston Churchill’s coining of the term “Iron Curtain,” President Kennedy’s speech to the people of Berlin. • Korea was divided into North and South as a result of the Soviet Union’s entry into the war against Japan during the last few days of the Second World War. Moscow and Washington decided on the 38th Parallel as the division line between the Soviet and American occupation zones. • Attempts to unite the two Koreas failed and the relationship between a communist government in the north and the anti-­‐communist state in the south became increasingly hostile. • When North Korea invaded South Korea in June 1950, the United States was both surprised and unprepared to adequately respond. Nevertheless, President Truman authorized the use of force in an effort to defeat the oncoming North Korean attack on June 27, 1950 and sought and received United Nations condemnation of the invasion as well—the world body’s first approval of the use of force. Quickly, Soldiers, mostly Infantrymen from fifteen nations, were sent to South Korea to fight under General MacArthur’s leadership. • Four days before the landing at Inchon, President Truman authorized U.S. forces to enter North Korea, up to, but not beyond the Soviet and Chinese borders with the object of unifying North and South Korea through UN-­‐supervised elections. This action was taken under a faulty CIA estimate that Communist Chinese intervention in the war “…was not probable in 1950.” • In the last week of October, large masses of Chinese troops surprised and defeated American, British and South Korean Infantry units. • Suddenly, winter arrived in North Korea with a vengeance. The temperature had often dropped below freezing in late October, but on November 10, it went below zero. Both the communist and UN troops suffered greatly and many became frostbitten casualties, incapable of delivering a sound battlefield performance. • With mounting losses and great sacrifice, the Allies retreated south of the 38th Parallel. • In October 1951, the Army took the historic step of desegregating the entire Army. • The many activities undertaken by the Infantry during the Active Combat Phase of the Vietnam War include: • Search & Destroy (soldiers undertake a mission from a fortified position to find and destroy the enemy) • Security (base camp, fire base, convoy, night defensive position) • Reconnaissance (Ranger specialty -­‐ gathering information about the enemy) • Civic Action (Infantry units providing security around a village while Infantrymen were building or repairing village schools, roads, or bridges. Infantry units would also have their medical personal provide medical treatment to those villagers with ailments. Infantrymen would also distribute school supplies, medical, and food items to the villagers). • Air Assault (also known as air mobile, performed via helicopter by regular Infantry as well as airborne and air assault Infantry) • Urban Fighting (includes the Tet Counteroffensive) • The combat experience differed for Soldiers depending on their rank, which Corps area they were fighting in, and at what moment they were in the course of the war. • The Paris Peace Agreements of 1973 allowed the U.S. to leave Vietnam without resolving the issue of the country’s political future. The last ground combat unit (the 3rd Battalion of the 21st Infantry) withdrew from Vietnam on August 23, 1972. Without U.S. air and ground support, South Vietnam’s military defenses steadily deteriorated. Saigon fell to PAVN forces on April 30, 1975. Artifacts-­‐ Include original uniforms, weapons, equipment, patches, flags, and personal items from US forces, UN forces, North Korean, Chinese, and Vietnam ELA6LSV2 Grade: 6 Description: ELA6LSV2 The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. The student will select and critically analyze messages using rubrics as assessment tools. Exhibit: Entering the International Stage, Spanish-­American War-­ WWI Gallery •
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The gallery entrance focuses on the influence of newspapers and yellow journalism in shaping the lives and opinions of the American people, leading to the Spanish American War and then turning public opinion against the military due to the death and disease. Various forms of primary sources displayed electronically are placed throughout the gallery. The wall of visual media and propaganda displays the messages without written interpretation, allowing for critical analysis without bias. Exhibit: A World Power, WWII Gallery •
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The movie ‘shorts’ and public service announcements of the day are compiled into a black and white compilation that shows how media influenced the public through emotional pressure to donate materials and to sacrifice during wartime. Computer software demonstrates primary sources, including oral histories from influential soldiers who participated in key infantry battles. Audio of the world leaders’ political speeches to their nations espousing nationalism, fascism, and socialism are playing at the entrance Exhibit: Cold War Gallery •
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A large audio-­‐visual display demonstrates the ability to compile presentations in an interesting way while maintaining interest and using primary and secondary sources. When describing nuclear war, pictures of the movies Godzilla and Dr. Srangelove are included. Examples of audio.-­‐visual presentations and compilations are continuous throughout the gallery to serve as examples and learning aids. The final display shows the media’s impact on the public opinion of Vietnam and the treatment of the veterans, in addition to the influence of President Reagan’s “Tear Down This Wall!” speech. ELA6RC4 Grade: 6 Description: ELA6RC4 The student establishes a context for information acquired by reading across subject areas. The student: a. Explores life experiences related to subject area content. b. Discusses in both writing and speaking how certain words and concepts relate to multiple subjects. c. Determines strategies for finding content and contextual meaning for unfamiliar words or concepts. Exhibit: Last 100 Yards Gallery •
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When studying the Framers and the men who wrote the Nation’s early important documents, it is important to know the context and the character of the men. Military life was essential to Hamilton and Washington’s life and influenced their opinions. Many poems and novels contain references to and are specifically tied to war. Understanding the structure, jobs, and living conditions of the soldier before, during, and after combat greatly enhances the reader’s understanding. i.e. (Red Badge of Courage, All Quiet on the Western Front, The Things They Carried) Exhibit: Entering the International Stage: Spanish-­American War-­ WWI Gallery •
Yellow Journalism, integrity in reporting, visual advertisement, and language style has developed greatly over time. The subject matter and catalyst for improvement was often war. The Public’s association with daily ideas and language was used to create familiarity and incite emotion. Exhibit: A World Power: WWII Gallery •
The Great Depression, Stock Market Crash of 1929, The New Deal, Fireside Chats, women entering the workforce, mass production, and the restructuring of the middle class were interwoven with the war. •
Music, literature, advertisement, and political speeches were altered under this context. Award-­‐ winning songs such as “In the Fuehrer’s Face” and “The Siegfried Line” could not be understood without the war context. Exhibit: Cold War Gallery •
The introduction of new terms into the American vocabulary came largely from political issues of the era. “McCarthyism”, “The Red Scare”, “Nuclear Holocaust”, “Iron Curtain”, “Policy of Containment”, “DMZ”, etc. pertained to the conflicts with the Soviet Union, North Korea, and North Vietnam. Exhibit: Modern War Gallery •
New technology on the internet has created new forums for political commentary, music, and literature. The nation is concerned with a new enemy that attacks abroad; “Homeland Security”, “Patriot Act”, “Twin Towers”, “Insurgents”, “Enemy combatants”, “Al-­‐Qaeda”, and “Hamas” became a part of daily life and vocabulary. Advertisements, political speeches, and policies are now affected by the War of Terror. ELA6W3 Grade: 6 Description: ELA6W3 The student uses research and technology to support writing. The student a. Uses organizational features of electronic text (e.g., bulletin boards, databases, keyword searches, e-­‐
mail addresses) to locate relevant information. b. Includes researched information in different types of products (e.g., compositions, multimedia presentations, graphic organizers, projects, etc.). c. Cites references. Exhibit: Entering the International Stage: Spanish-­American War-­WWI Gallery •
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The trench warfare display is a multimedia exhibit that uses technology and research to capture a lifelike experience. Footage from within the trenches shows lifelike conditions, the ground shakes when shells and tanks are on the footage, and the sounds are cued to represent attack. The technology of communication is displayed along with oral history that has been recorded. Possessions of soldiers are labeled with the name and story of the donor, presented from the artifact archives and researched before display. Exhibit: A World Power: WWII Gallery •
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The World at War Theater is a standing experience, featuring an inset, globe-­‐like projection surface (approx. 13’ diameter), with a railing surrounding it. Five large graphic panels feature the faces of Infantrymen and line the circular walls of the space. The film uses graphic maps and archival footage to summarize the events of WWII, emphasizing the role of the Infantry. •
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Overview of World War II, giving students a geographical and chronological grounding in the framework of the war, beginning before U.S. involvement, but emphasizing the contribution of the U.S. Infantry and going through the end of the war. World War II, the largest and most violent armed conflict in the history of mankind, was waged on land, sea, and in the air over several diverse theaters of operation for approximately six years. Video: Liberation. This video a stream of photos and newsreels, showing U.S Army Infantry Soldiers liberating American and Pacific locales and scenes of celebration of the War’s end. Video: A compilation of public service announcements, movie “shorts” and cartoon advertisements show how the American public was encouraged to support the war effort with rationing, women joining the factory workforce, scrap metal drives, etc. The combat locator is a database that contains information on the battles and maneuvers listed by Unit or Campaign. Exhibit: Cold War Gallery •
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Light Show with Audio: Cold War. A multilayered show that introduces students to the concept of the Cold War and the Infantry’s role in “hot” conflicts during that time. Audio including quotes from major political figures addresses the beginning of the Cold War here and the end of the Cold War as students pass the other side of this case as they exit this gallery. An introductory quote on the wall sets the stage for the Cold War Passageway, a light show with audio which takes place behind a glass wall. Lighting changes reveal objects within as well as light boxes with images of Infantry Soldiers fighting around the world. Upon exiting, students find a painted wall with concluding quote(s) and a lighting effect. Throughout this gallery, Cold War Signposts graphic panels or pylons punctuate the stories of “hot” conflicts. The first two are in this area: Cold War Signposts: Stalin Defines the Confrontation – 2/46, Berlin Blockade – 6/48 Combat Locator: Korea. An interactive exhibit based on a computer touch screen allows students to learn more about the battles that were fought during the Korean War. A large, graphic map supplements the information on-­‐screen. A replicated jungle environment is encased in 30x40’ glass cube with quotes from Infantry soldiers etched on the exterior. The jungle is represented by replicated foliage, tree trunks, and vines set against jungle photography. The floor looks like packed earth. Punji sticks are embedded in the floor under glass. The temperature may be warmer than in the surrounding gallery. Jungle odors may permeate the space. Combat Locator: Vietnam. An interactive exhibit based on a computer touch screen allows students to learn more about the operations that took place during the Vietnam War. A large, graphic map supplements the information on-­‐screen. SS7G5 Grade: 7 Description: SS7G5 The student will locate selected features in Southwestern Asia (Middle East). a. Locate on a world and regional political-­‐physical map: Euphrates River, Jordan River, Tigris River, Suez Canal, Persian Gulf, Strait of Hormuz, Arabian Sea, Red Sea, and Gaza Strip. b. Locate on a world and regional political-­‐physical map the nations of Afghanistan, Iran, Iraq, Israel, Saudi Arabia, and Turkey. Exhibit: Modern Wars Gallery •
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Large-­‐scale maps display Afghanistan and Iraq, including a Combat Locator where students can look up Campaigns and Unit in Afghanistan and Iraq. An 8 minute movie shows the hour by hour progression of the 100 hour Operation Desert Storm, in which Kuwait was liberated from invasion led by Sadaam Hussein SS7G8 Grade: 7 Description: SS7G8 The student will describe the diverse cultures of the people who live in Southwest Asia (Middle East). a. Explain the differences between an ethnic group and a religious group. b. Explain the diversity of religions within the Arabs, Persians, and Kurds. c. Compare and contrast the prominent religions in Southwest Asia (Middle East): Judaism, Islam, and Christianity. e. Evaluate how the literacy rate affects the standard of living Exhibit: Modern Wars Gallery The Modern Wars Gallery shows the various missions the U.S. has had to spread democracy, showing the differences of the government systems. • The educational tour and the oral history “tour of duty” database answer questions about serving in the area and how different cultures affect the lifestyle. • The Iraq Display and Afghanistan Display show how we have assisted in the efforts between governments and faced difficulties with the religious differences within the cultures that surround the troops. SS7G9 Grade: 7 Description: SS7G9 The student will locate selected features in Southern and Eastern Asia. a. Locate on a world and regional political-­‐physical map: Ganges River, Huang He (Yellow River), Indus River, Mekong River, Yangtze (Chang Jiang) River, Bay of Bengal, Indian Ocean, Sea of Japan, South China Sea, Yellow Sea, Gobi Desert , Taklimakan Desert, Himalayan Mountains, and Korean Peninsula. b. Locate on a world and regional political-­‐physical map the countries of China, India, Indonesia, Japan, North Korea, South Korea, and Vietnam. Exhibit: Cold War Gallery • There is a 15 foot political map of the Korean Peninsula • Three 15-­‐foot maps of Korea and parts of China as it pertains to the conflict, • A floor to ceiling physical map of Vietnam shows the political and physical features, including elevation. SS7H2 Grade: 7 Description: SS7H2 The student will analyze continuity and change in Southwest Asia (Middle East) leading to the 21st century. b. Explain the historical reasons for the establishment of the modern State of Israel in 1948; include the Jewish religious connection to the land, the Holocaust, anti-­‐Semitism, and Zionism in Europe. c. Describe how land and religion are reasons for continuing conflicts in the Middle East. Exhibit: A World Power: WWII Gallery • The creation of the State of Israel, the Holocaust, and the effects on Europe are touched on at the end of the WWII Gallery as it pertains to the rebuilding and occupation of Europe after the war. • An exhibit for the infantry encountering the Holocaust as they liberated concentration camps displays possessions of soldiers, pictures of victims, and excerpts from journals about the reactions to the sights and smells. Exhibit: Modern Wars Gallery •
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The Modern Wars Gallery shows that land and religion are determining factors in today’s warfare. Integrating with friendly governments and people involves knowledge and observance of religious practices. Fanaticism and religious conflicts play a large part in logistics and operations. Pictures of civilians and enemy combatants are displays showing the similarity. A database with interviews of commonly asked questions to soldiers SS7G9 Grade: 7 Description: SS7G9 The student will locate selected features in Southern and Eastern Asia. a. Locate on a world and regional political-­‐physical map: Ganges River, Huang He (Yellow River), Indus River, Mekong River, Yangtze (Chang Jiang) River, Bay of Bengal, Indian Ocean, Sea of Japan, South China Sea, Yellow Sea, Gobi Desert , Taklimakan Desert, Himalayan Mountains, and Korean Peninsula. b. Locate on a world and regional political-­‐physical map the countries of China, India, Indonesia, Japan, North Korea, South Korea, and Vietnam. Exhibit: Cold War Gallery • There is a 15 foot political map of the Korean Peninsula • Three 15-­‐foot maps of Korea and parts of China as it pertains to the conflict, • A floor to ceiling physical map of Vietnam shows the political and physical features, including elevation. SS7H2 Grade: 7 Description: SS7H2 The student will analyze continuity and change in Southwest Asia (Middle East) leading to the 21st century. b. Explain the historical reasons for the establishment of the modern State of Israel in 1948; include the Jewish religious connection to the land, the Holocaust, anti-­‐Semitism, and Zionism in Europe. c. Describe how land and religion are reasons for continuing conflicts in the Middle East. Exhibit: A World Power: WWII Gallery • The creation of the State of Israel, the Holocaust, and the effects on Europe are touched on at the end of the WWII Gallery as it pertains to the rebuilding and occupation of Europe after the war. Exhibit: Modern Wars Gallery • The Modern Wars Gallery shows that land and religion cause conflicts within the Middle East and how the U.S. Infantry has been involved in these issues. Grade: 7 Description: SS7H3 The student will analyze continuity and change in Southern and Eastern Asia leading to the 21st century. e. Explain the reasons for foreign involvement in Korea and Vietnam in terms of containment of Communism. Exhibit: A Word Power: WWII Gallery • A wall display shows pictures of the rebuilding of Japan • Written descriptions of how the U.S. helped rebuild Japan. • Artifacts and stories about the occupation and rebuilding are in a glass display Exhibit: Cold War Gallery • Light Show with Audio: Cold War: A multilayered show that introduces students to the concept of the Cold War and the Infantry’s role in “hot” conflicts during that time. Audio including quotes from major political figures addresses the beginning of the Cold War here and the end of the Cold War as students pass the other side of this case as they exit this gallery. • An introductory quote on the wall sets the stage for the Cold War Passageway, a light show with audio which takes place behind a glass wall. Lighting changes reveal objects within as well as light boxes with images of Infantry Soldiers fighting around the world. • Upon exiting, students find a painted wall with concluding quote(s) and a lighting effect. • Throughout this gallery, Cold War Signposts graphic panels or pylons punctuate the stories of • “hot” conflicts. The first two are in this area: • Cold War Signposts: Stalin Defines the Confrontation – 2/46, Berlin Blockade – 6/48 • Combat Locator: Korea. An interactive exhibit based on a computer touch screen allows students to learn more about the battles that were fought during the Korean War. A large, graphic map supplements the information on-­‐screen. • A replicated jungle environment is encased in 30x40’ glass cube with quotes from Infantry soldiers etched on the exterior. The jungle is represented by replicated foliage, tree trunks, and vines set against jungle photography. The floor looks like packed earth. Punji sticks are embedded in the floor under glass. The temperature may be warmer than in the surrounding gallery. Jungle odors may permeate the space. • Combat Locator: Vietnam. An interactive exhibit based on a computer touch screen allows students • to learn more about the operations that took place during the Vietnam War. A large, graphic map supplements the information on-­‐screen. • Quotes to include Winston Churchill’s coining of the term “Iron Curtain,” President Kennedy’s speech to the people of Berlin. • Korea was divided into North and South as a result of the Soviet Union’s entry into the war against Japan during the last few days of the Second World War. Moscow and Washington decided on the 38th Parallel as the division line between the Soviet and American occupation zones. • • Attempts to unite the two Koreas failed and the relationship between a communist government in the north and the anti-­‐communist state in the south became increasingly hostile. • When North Korea invaded South Korea in June 1950, the United States was both surprised and unprepared to adequately respond. Nevertheless, President Truman authorized the use of force in an effort to defeat the oncoming North Korean attack on June 27, 1950 and sought and received United Nations condemnation of the invasion as well—the world body’s first approval of the use of force. Quickly, Soldiers, mostly Infantrymen from fifteen nations, were sent to South Korea to fight under General MacArthur’s leadership. • Four days before the landing at Inchon, President Truman authorized U.S. forces to enter North Korea, up to, but not beyond the Soviet and Chinese borders with the object of unifying North and South Korea through UN-­‐supervised elections. This action was taken under a faulty CIA estimate that Communist Chinese intervention in the war “…was not probable in 1950.” • In the last week of October, large masses of Chinese troops surprised and defeated American, British and South Korean Infantry units. • Suddenly, winter arrived in North Korea with a vengeance. The temperature had often dropped below freezing in late October, but on November 10, it went below zero. Both the communist and UN troops suffered greatly and many became frostbitten casualties, incapable of delivering a sound battlefield performance. • With mounting losses and great sacrifice, the Allies retreated south of the 38th Parallel. • In October 1951, the Army took the historic step of desegregating the entire Army. • The many activities undertaken by the Infantry during the Active Combat Phase of the Vietnam War include: • Search & Destroy (soldiers undertake a mission from a fortified position to find and destroy the enemy) • Security (base camp, fire base, convoy, night defensive position) • Reconnaissance (Ranger specialty -­‐ gathering information about the enemy) • Civic Action (Infantry units providing security around a village while Infantrymen were building or repairing village schools, roads, or bridges. Infantry units would also have their medical personal provide medical treatment to those villagers with ailments. Infantrymen would also distribute school supplies, medical, and food items to the villagers). • Air Assault (also known as air mobile, performed via helicopter by regular Infantry as well as airborne and air assault Infantry) • Urban Fighting (includes the Tet Counteroffensive) • The combat experience differed for Soldiers depending on their rank, which Corps area they were fighting in, and at what moment they were in the course of the war. • The Paris Peace Agreements of 1973 allowed the U.S. to leave Vietnam without resolving the issue of the country’s political future. The last ground combat unit (the 3rd Battalion of the 21st Infantry) withdrew from Vietnam on August 23, 1972. Without U.S. air and ground support, South Vietnam’s military defenses steadily deteriorated. Saigon fell to PAVN forces on April 30, 1975. Artifacts-­‐ • Include original uniforms, weapons, equipment, patches, flags, and personal items from US forces, UN forces, North Korean, Chinese, and Vietnamese forces. Also included is an original Huey Helicopter. ELA7LSV2 Grade: 7 Description: ELA7LSV2 The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. The student will select and critically analyze messages using rubrics as assessment tools. Critical Component: When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student: a. Analyzes the effect on the viewer of image, text, and sound in electronic journalism. b. Identifies the techniques used to achieve the effects studied in each instance. Exhibit: Fort Benning Gallery •
The history of Columbus and Phenix City in conjunction with Fort Benning is shown in many forms of audio-­‐visual displays. •
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The Fort Benning Theater shows visual and oral media of influential Columbus citizens who were influential in the building and development of Fort Benning. Many technological displays of a drill sergeant yelling the creed and of much other training held at Fort Benning including Airborne School, Ranger School, Basic Training, OSC, OSUT, etc. Exhibit: Entering the International Stage: Spanish-­American War-­ WWI Gallery •
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Images and footage of the Spanish American War, the Philippine insurrection, and WWI are positioned throughout the gallery. Oral histories of Sgt. York and of communications field officers describe encounters Exhibit: A World at War: WWII Gallery •
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The World at War Theater is a standing experience, featuring an inset, globe-­‐like projection surface (approx. 13’ diameter), with a railing surrounding it. Five large graphic panels feature the faces of Infantrymen and line the circular walls of the space. The film uses graphic maps and archival footage to summarize the events of WWII, emphasizing the role of the Infantry. Overview of World War II, giving students a geographical and chronological grounding in the framework of the war, beginning before U.S. involvement, but emphasizing the contribution of the U.S. Infantry and going through the end of the war. World War II, the largest and most violent armed conflict in the history of mankind, was waged on land, sea, and in the air over several diverse theaters of operation for approximately six years. Video: Liberation. This video a stream of photos and newsreels, showing U.S Army Infantry Soldiers liberating American and Pacific locales and scenes of celebration of the War’s end. Video: A compilation of public service announcements, movie “shorts” and cartoon advertisements show how the American public was encouraged to support the war effort with rationing, women joining the factory workforce, scrap metal drives, etc. The combat locator is a database that contains information on the battles and maneuvers listed by Unit or Campaign. Exhibit: Cold War Gallery •
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Light Show with Audio: Cold War. A multilayered show that introduces students to the concept of the Cold War and the Infantry’s role in “hot” conflicts during that time. Audio including quotes from major political figures addresses the beginning of the Cold War here and the end of the Cold War as students pass the other side of this case as they exit this gallery. An introductory quote on the wall sets the stage for the Cold War Passageway, a light show with audio which takes place behind a glass wall. Lighting changes reveal objects within as well as light boxes with images of Infantry Soldiers fighting around the world. Upon exiting, students find a painted wall with concluding quote(s) and a lighting effect. Throughout this gallery, Cold War Signposts graphic panels or pylons punctuate the stories of “hot” conflicts. The first two are in this area: Cold War Signposts: Stalin Defines the Confrontation – 2/46, Berlin Blockade – 6/48 Combat Locator: Korea. An interactive exhibit based on a computer touch screen allows students to learn more about the battles that were fought during the Korean War. A large, graphic map supplements the information on-­‐screen. A replicated jungle environment is encased in 30x40’ glass cube with quotes from Infantry soldiers etched on the exterior. The jungle is represented by replicated foliage, tree trunks, and vines set against jungle photography. The floor looks like packed earth. Punji sticks are embedded in the floor under glass. The temperature may be warmer than in the surrounding gallery. Jungle odors may permeate the space. • Combat Locator: Vietnam. An interactive exhibit based on a computer touch screen allows students to learn more about the operations that took place during the Vietnam War. A large, graphic map supplements the information on-­‐screen. Exhibit: Modern Wars Gallery •
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Video Projection: Relief Battle Map with projected media show and countdown clock that tells the story of the ground war in Operation Desert Storm. Combat Locator: Modern Conflicts. An interactive exhibit based on a computer touch screen allows students to learn more about the specific conflicts in this gallery. This interactive is updateable, to reflect ongoing events in this gallery. Computer Interactive: Tour of Duty. This computer interactive allows students to choose from a selection of video interviews with Infantry Soldiers reflecting on their experiences in Iraq, speaking openly about the achievements, challenges, and the situations they’ve encountered. U.S. units were part of a 700,000 person multi-­‐national force that was deployed along a 300-­‐mile front to crush the Iraqi Army and return the nation of Kuwait to its rightful leaders. A series of saw-­‐tooth graphic walls introduces students to the sequence of events and the players in the worldwide War on Terrorism. The graphics are displayed along a curved wall, which leads students towards the next section, on the search for Al Qaeda and the role of the Infantry in Afghanistan. On 9/11/01, two hijacked airliners crashed into the twin towers of the World Trade Center. Soon thereafter, a third hijacked plane struck the Pentagon. A fourth plane, suspected to be bound for a high-­‐profile target in Washington, crashed into a field in southern Pennsylvania. Over 3,000 civilians were killed. Credit for orchestrating the attacks was eventually taken by the terrorist leader of Al Qaeda, Osama Bin Laden. Additional light Infantry forces were rotated in to serve while an Afghan army was organized, equipped, and trained and the country was prepared for national elections, which were conducted in October, 2004. The story of the current conflict in Iraq begins with three graphic rails, which summarize the action in Iraq to date. A large case with a background mural contains artifacts and provides a home for the Tour of Duty media interactive at its center. A personal story display wall, includes stories of leadership and the role of modern technology in the fight in Iraq. Include original uniforms, weapons, equipment, patches, flags, and personal items from US, Coalition, Afghan, and Iraqi forces. ELA7RC4 Grade: 7 Description: ELA7RC4 The student establishes a context for information acquired by reading across subject areas. The student Elements: a. Explores life experiences related to subject area content. b. Discusses in both writing and speaking how certain words and concepts relate to multiple subjects. c. Determines strategies for finding content and contextual meaning for unfamiliar words or concepts . Exhibit: Last 100 Yards Gallery •
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When studying the Framers and the men who wrote the Nation’s early important documents, it is important to know the context and the character of the men. Military life was essential to Hamilton and Washington’s life and influenced their opinions. Many poems and novels contain references to and are specifically tied to war. Understanding the structure, jobs, and living conditions of the soldier before, during, and after combat greatly enhances the reader’s understanding. i.e. (Red Badge of Courage, All Quiet on the Western Front, The Things They Carried) Exhibit: Entering the International Stage: Spanish-­American War-­ WWI Gallery •
Yellow Journalism, integrity in reporting, visual advertisement, and language style has developed greatly over time. The subject matter and catalyst for improvement was often war. The Public’s association with daily ideas and language was used to create familiarity and incite emotion. Exhibit: A World Power: WWII Gallery •
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The Great Depression, Stock Market Crash of 1929, The New Deal, Fireside Chats, women entering the workforce, mass production, and the restructuring of the middle class were interwoven with the war. Music, literature, advertisement, and political speeches were altered under this context. Award-­‐ winning songs such as “In the Fuehrer’s Face” and “The Siegfried Line” could not be understood without the war context. Exhibit: Cold War Gallery •
The introduction of new terms into the American vocabulary came largely from political issues of the era. “McCarthyism”, “The Red Scare”, “Nuclear Holocaust”, “Iron Curtain”, “Policy of Containment”, “DMZ”, etc. pertained to the conflicts with the Soviet Union, North Korea, and North Vietnam. Exhibit: Modern War Gallery •
New technology on the internet has created new forums for political commentary, music, and literature. The nation is concerned with a new enemy that attacks abroad; “Homeland Security”, “Patriot Act”, “Twin Towers”, “Insurgents”, “Enemy combatants”, “Al-­‐Qaeda”, and “Hamas” became a part of daily life and vocabulary. Advertisements, political speeches, and policies are now affected by the War of Terror. SS8E3 Grade: 8 Description: SS8E3 The student will evaluate the influence of Georgia's economic growth and development. a. Define profit and describe how profit is an incentive for entrepreneurs. b. Explain how entrepreneurs take risks to develop new goods and services to start a business. c. Evaluate the importance of entrepreneurs in Georgia who developed such enterprises as Coca-­‐Cola, Delta Airlines, Georgia-­‐Pacific, and Home Depot. Exhibit: The Fort Benning/ Columbus Gallery • Along the exhibit is a display for the creation of Coca-­‐Cola, along with physical artifacts such as a glass bottle and silver spoons from that decade • Within the Columbus timeline is an exhibit of enterprises that have supported Fort Benning soldiers, such as restaurants and entertainment venues. • The Fort Benning Theater shows influential citizens from Columbus recounting their experiences here. One such daughter discusses how her father was hired to build barracks for the troops and was issued a million dollar check. In awe of the sight, he never cashed the check, but produced the buildings himself. SS8H7 Grade: 8 Description: SS8H7 The student will evaluate key political, social, and economic changes that occurred in Georgia between 1877 and 1918. d. Give reasons for World War I and describe Georgia's contributions. Exhibit: Entering the International Stage: WWI Gallery • A wall of posters and advertisements from the day are displayed before entering the WWI section. Such posters would have been posted in Georgia to recruit volunteers. • During the rush to enlist, the majority of troops came from the South, including Georgia. • On May 7, 1915, a German submarine sank the British passenger ship, the Lusitania, killing 1,128 civilians including 128 Americans. Though Germany eventually apologized for the attack, the incident contributed to American perceptions of a ruthless Germany. • January 31, 1917, Germany informs all neutral nations that beginning the next day they will fire upon all foreign vessels, Allied and neutral alike, without warning. • American patience with the Germans was pushed beyond the limit when, on March 1st, 1917, an intercepted German message was published in the newspapers. It proposed an alliance between Mexico, Japan, and Germany. • On April 2, 1917, Wilson asked Congress for and received a declaration of war to “make the world safe for democracy.” • Include original uniforms, weapons, equipment, patches, flags, and personal items from both the Allies and the Central Powers. Exhibit: Fort Benning/Columbus Gallery •
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The contributions to the WWI specific to Georgia are described along a timeline and in physical displays along the right of the gallery. Such contributions are additional housing or the newly enlisted soldiers, larger numbers of soldiers to go overseas, and the contribution for food to the soldiers. SS8H8 Grade: 8 Description: SS8H8 The student will analyze the important events that occurred after World War I and their impact on Georgia. b. Explain economic factors that resulted in the Great Depression. d. Discuss the effect of the New Deal in terms of the impact of the Civilian Conservation Corps, Agricultural Adjustment Act, rural electrification, and Social Security. Exhibit: A World Power: WWII Gallery • The opening to the gallery displays the reactions to the economic problems caused to the Great Depression and shows a mannequin in the uniform of the CCC. • The display explains the role of the CCC and of how Fort Benning played a key role in the development and advancement of the U.S. Infantry. • A mannequin of a CCC member, display of the membership card • A movie with clips from WWII shows how citizens were encouraged to recycle household goods and make sacrifices during difficult times and how women became involved. SS8H9 Grade: 8 Description: SS8H9 The student will describe the impact of World War II on Georgia's development economically, socially, and politically. a. Describe the impact of events leading up to American involvement in World War II; include Lend-­‐
Lease and the bombing of Pearl Harbor. Exhibit: A World Power: WWII Gallery • The opening of the WWII gallery shows a parallel of the economic impact of the Depression, the CCC, and Fort Benning’s contributions to the changing war. • The opposite side has pictures of the world leaders, speeches about Democracy, Germany’s rising dictatorship, and Japanese Imperialism. Personal belongings, newspaper bring from the day, and pictures are spread throughout this display. • The World at War Theater is a standing experience, featuring an inset, globe-­‐like projection surface (approx. 13’ diameter), with a railing surrounding it. • Five large graphic panels feature the faces of Infantrymen and line the circular walls of the space. • The film uses graphic maps and archival footage to summarize the events of WWII, emphasizing the role of the Infantry. • Overview of World War II, giving students a geographical and chronological grounding in the framework of the war, beginning before U.S. involvement, but emphasizing the contribution of the U.S. Infantry and going through the end of the war. • World War II, the largest and most violent armed conflict in the history of mankind, was waged on land, sea, and in the air over several diverse theaters of operation for approximately six years. • Video: Liberation. This video a stream of photos and newsreels, showing U.S Army Infantry Soldiers liberating American and Pacific locales and scenes of celebration of the War’s end. • Exhibit Panels-­ •
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On December 7, 1941, Japanese planes struck Pearl Harbor, Hawaii, taking American lives, destroying a large percentage of U.S. airplanes, and bringing the U.S. into the war. Soon after Congress approved the United States’ entry into the war against Japan, Germany and Italy declared war on the U.S. bringing us into a global war. By equipping its allies, the United States would not be required to have so many soldiers of its own. Once the United States joined the war, American Infantrymen fought alongside soldiers from Allied nations, including the United Kingdom and Canada. Codenamed Operation Overlord, the Normandy invasion remains the largest sea-­‐borne invasion in history, involving almost 3,000,000 troops crossing the English Channel from England to Normandy in occupied France. The Normandy invasion began with overnight paratrooper and glider landings, massive air and naval bombardments, and an early morning amphibious assault on June 6, 1944, “D-­‐Day.” The battle for Normandy continued for more than two months with campaigns to establish, expand, and eventually break out of the allied beachheads. Normandy, France (July 3-­18, 1944, French Hedgerows)–The difficult advance from the beaches of Normandy through the Normandy hedgerows cost the Allies time and Soldiers – the First Army suffered some 40,000 casualties in two weeks. American Infantrymen were among the first people to encounter what had happened to many of Hitler’s Holocaust victims, finding a tragic reality behind what had been only rumors of death camps. Infantrymen were able to experience firsthand the joy and gratitude of many of the people whose liberation they helped secure. Victory in Europe (V-­‐E Day) was May 8, 1945, the date when the Allies formally celebrated the defeat of Nazi Germany. V-­‐J Day was marked on August 15, 1945. Artifacts-­ Include original uniforms, weapons, equipment, patches, flags, and personal items from both the Allies and the Axis Powers. Also included are an original Jeep and an original parachute. ELA8RC2 Grade: 8 Description: ELA8RC2 The student participates in discussions related to curricular learning in all subject areas. The student Elements: a. Identifies messages and themes from books in all subject areas. b. Responds to a variety of texts in multiple modes of discourse. c. Relates messages and themes from one subject area to those in another subject area. d. Evaluates the merits of texts in every subject discipline. e. Examines the author’s purpose in writing. Exhibit: Last 100 Yards •
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When studying the Framers and the men who wrote the Nation’s early important documents, it is important to know the context and the character of the men. Military life was essential to Hamilton and Washington’s life and influenced their opinions. Many poems and novels contain references to and are specifically tied to war. Understanding the structure, jobs, and living conditions of the soldier before, during, and after combat greatly enhances the reader’s understanding. i.e. (Red Badge of Courage, All Quiet on the Western Front, The Things They Carried) Exhibit: Entering the International Stage: Spanish-­American War-­ WWI •
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Yellow Journalism, integrity in reporting, visual advertisement, and language style has developed greatly over time. The subject matter and catalyst for improvement was often war. The Public’s association with daily ideas and language was used to create familiarity and incite emotion. This caused a rush to enlist among young men. The United States declared a position of independence and Isolationism while the rest of the world created empires. This fever for empire encouraged involvement with foreign countries with the United States as the dominant force after conflict. Knowing the advertisement and propaganda that surrounded the American public explains the hatred for foreign powers such as Germany. Trench warfare and WWI war conditions set the stage for popular writing of the day, most notably All Quiet on the Western Front. Exhibit: A World Power: WWII •
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The Great Depression, Stock Market Crash of 1929, The New Deal, Fireside Chats, women entering the workforce, mass production, and the restructuring of the middle class were interwoven with the war. Music, literature, advertisement, and political speeches were altered under this context. Award-­‐ winning songs such as “In the Fuehrer’s Face” and “The Siegfried Line” could not be understood without the war context. The video montage in the gallery shows the introduction of rationing, Liberty Gardens, Rosie the Riveter, and women taking the roles of factory workers. Newspaper headlines, movie shorts, and media of the day showed the environment and daily perspectives that the American public would espouse. This changed over time and generation. Exhibit: Cold War Gallery •
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The introduction of new terms into the American vocabulary came largely from political issues of the era. “McCarthyism”, “The Red Scare”, “Nuclear Holocaust”, “Iron Curtain”, “Policy of Containment”, “DMZ”, etc. pertained to the conflicts with the Soviet Union, North Korea, and North Vietnam. Fear of nuclear threat is introduced as a critical part of foreign policy and as a legitimate public fear. The light show describes the effect of the Soviet Union and the United States developing a hostile and threatening relationship. This highlights the Berlin Wall, nuclear preparations including bomb shelters, movies depicting nuclear issues (Godzilla, Dr. Strangelove), and the infantry’s part in missions overseas. Korea was divided into North and South as a result of the Soviet Union’s entry into the war against Japan during the last few days of the Second World War. Moscow and Washington decided on the 38th Parallel as the division line between the Soviet and American occupation zones. Attempts to unite the two Koreas failed and the relationship between a communist government in the north and the anti-­‐communist state in the south became increasingly hostile. When North Korea invaded South Korea in June 1950, the United States was both surprised and unprepared to adequately respond. Nevertheless, President Truman authorized the use of force in an effort to defeat the oncoming North Korean attack on June 27, 1950 and sought and received United Nations condemnation of the invasion as well—the world body’s first approval of the use of force. Quickly, Soldiers, mostly Infantrymen from fifteen nations, were sent to South Korea to fight under General MacArthur’s leadership. Exhibit: Modern War Gallery •
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New technology on the internet has created new forums for political commentary, music, and literature. The nation is concerned with a new enemy that attacks abroad; “Homeland Security”, “Patriot Act”, “Twin Towers”, “Insurgents”, “Enemy combatants”, “Al-­‐Qaeda”, and “Hamas” became a part of daily life and vocabulary. Advertisements, political speeches, and policies are now affected by the War of Terror ELA8W3 Grade: 8 Description: ELA8W3 The student uses research and technology to support writing. The student Elements: a. Plans and conducts multiple-­‐step information searches by using computer networks and modems. b. Achieves an effective balance between researched information and original ideas. Exhibit: family Gallery, Entering the International Stage: Spanish-­American War-­WWI Gallery, A World Power: WWII Gallery, Cold War Gallery, Modern Wars Gallery In the galleries students will be exposed to printed primary and secondary sources that will help with research and providing context. Databases play oral histories that give examples of vivid language, development of ideas, tone, and presence during performances. Research databases allow students to look up conflicts by unit or by campaign. Each selection will lead to a full description of the battle’s objective, progression, location, and date.